How to Get a $106,000 College Education for Free

February 4th, 2012 No comments

How would you like to go to a private liberal arts college that will give you a full-ride tuition scholarship for four years? Sounds crazy? Actually, I’m serious.

Antioch College in Yellow Spring, Ohio, is waiving the tuition for all its students, who enroll in the next three years.

How much are these freebies worth? The value of the free tuition for the current year is $26,500. The scholarship, based on that price, makes each scholarship worth at least $106,000.

Some students, who file financial aid applications, will capture an even greater price break. If they qualify, they may get to skip the room and board charges or pay a reduced price. Antioch’s room and board is currently $8,628.

Why So Generous?
Obviously, it’s unheard of for a college to offer free tuition to its all students. There is, however, an explanation for the generosity.

Antioch is crawling out of the grave. Antioch College, which was originally founded by abolitionists in 1850, shut its door in 2008 after years of decline. Terrible management decisions, among other reasons, led to the closure, but tremendous financial support from dedicated alumni, who were appalled at the closure, led to its rebirth.

Antioch welcomed 35 students into its inaugural freshmen class in 2011 and it hopes to welcome another 65 to 75 students in the fall. The school’s goal is to have about 300 students attending the school by 2015.

“We are a 160-year-old start-up institution with a lot of history,” says Cezar Mesquita, Antioch’s dean of admission and financial aid. The college wants to make an investment in hard-working, engaged students, “who can help restart this great institution.”

Antioch had always been known for its work cooperative program and that tradition has returned. All students will have numerous work opportunities during their four years that include, local, national and international experiences. At this point, the school offers 12 areas of concentration ranging from environmental and health sciences to languages and social sciences.

Academic Profile of Antioch Students
The inaugural class, which hailed from states throughout the country, had an average unweighted high school GPA of 3.56 and an average ACT score of 27, which is roughly the equivalent of a 1250 on the SAT.

If you’re a high school senior, there is still time to apply! Antioch’s admission deadline is Feb. 15.

The Feeble Strength of One!

February 3rd, 2012 No comments

Yes, Diane, we do have a few reasons for being hopeful of late. I was delighted to hear that California’s Governor Jerry Brown has spoken out about testing. I had a good conversation with him recently about early childhood. It, too, left me optimistic.

It’s interesting to speculate on why liberals are so divided on schooling issues. One consistently useful predictor of who’s on which side is their attitude toward organized labor. The shift from seeing “labor” as underdogs to “big labor” or labor “bosses” goes back a while. From World War II to the early 1980s, trade unions were all-American favorites. The Left was more mad at them, it seemed, than the Right. (I’m exaggerating.) The shift coincided perhaps with the end of the war on Communism?

The other night I found myself muttering under my breath, “and the feeble strength of one.” It took me a minute to remember where that line came from, and I decided to Google the lyrics of “Solidarity Forever.” It’s a song that’s been sung perhaps at all AFL-CIO gatherings for many years. The first verse goes:

When the union’s inspiration through the workers’ blood shall run. There can be no power greater anywhere beneath the sun; For what force on earth is weaker than the feeble strength of one, But the union makes us strong.

It seems old-fashioned now. “Feeble strength of one”? It conflicts with an equally strong message about the power of individuals to change the world. “As long as there is one, …” I preach to kids. “You,” I say over and over, “make a difference.” Like lots of such common aphorisms—I like both. But one without the other is perhaps dangerous.

I’ve known good teachers who would tell me in disdain: “I want to succeed on my own individual merits. If I’m a good teacher, I can take care of myself. Only weak teachers ‘need’ a union to protect them.” Joining a union seems to some a way of accepting one’s “feebleness;” to others, it’s a way of gaining dignity.

A year substituting in Chicago’s public schools made me a radical/”reformer” from Day One. I saw the teachers’ union as a force for good—including the individual good. For example, two of my ‘children’ became teachers and both have had to protect themselves via union-enforced due process at some point in their careers. In the absence of due process, none of us is safe from unjust bosses or benign rulers. (It’s one reason I’m also such a fan of the Association for Union Democracy, which protects union members and staff from injustices by their “union bosses.”)

Perhaps the dividing line on reform has something to do today with our gut reaction to calls for solidarity with our peers—our identification with the powerless. And thus our devotion to due process: “There but for the grace of God goes me.”

The tension between individualism and solidarity even interacts with a puzzle I’ve been concerned with of late re. neighborhood schools vs. “schools of choice.” Can choice sometimes be good for an individual and bad for the larger community, and if so …? It needs more discussion, but here’s my problem:

It stands as “common sense” that it’s easier to create a productive, shared culture if one is joined together by mutual choice. But it’s not synonymous with democracy. It’s too easy to say in a school of choice, “if you don’t like it, choose another school.” In a democratic community one cannot use such language because the community belongs to both winners and losers, majorities and minorities. That’s why democracy is so essential! It’s why, I think, my mentor Lillian Weber had some misgivings about my work in East Harlem’s District 4 creating district-wide schools of choice rather than tackling changing neighborhood schools.

Central Park East has a strong sense of community, but its members are together by choice. Weber feared that ultimately the “choici-est” choices would go to those best served by the existing system and that it would undermine the needed cohesion of existing besieged communities. She was prescient.

I sent my own children to our neighborhood schools despite their weaknesses because I wanted us embedded in our neighborhood. I largely avoided the politics of District 4 and was instead very active in District 3 (where my kids went to school). I served as an elected school board member, for example. Did I make the right decision? I’m not sure. My own son and his wife chose to look for the public school in New York City that they liked best. Did they make the right decision? (Of course, I didn’t have their choices.)

Is there a way to give us the strengths of both? A way that honors communities and individual choice? That promotes solidarity without sacrificing individualism? I thought District 4 had it right. In one small geographic community (East Harlem covers probably a little over one square mile) there were both neighborhood schools and schools of choice. Furthermore, then-New York City Schools Chancellor Anthony Alvarado worked hard, I thought, to be as proud of his neighborhood schools as his “alternatives.” I think his hope was that these alternatives would influence new practices in all schools.

I originally saw charters through my nostalgia for East Harlem. That was a possibility. I met some fascinating folks last week in Baltimore, where charter teachers are all union members and where progressive education has a strong hold in the charters. I visited the City Neighbors School there and fell in love with it. But, why only there?

It seems clearer than ever to me that we need to re-explore issues of choice, so that they are not used to undermine the political communities that are at the base of our political democracy or to glorify the segregation of schools by race. We need unions and public education and strong communities: for the sake of the kids. Only self-confident and respected adults can provide students with the adult company they need.

I’m just skimming the surface. Diane, readers, join me on this.

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Near Gone, Kelly’s Heart Calls Him Back

January 22nd, 2012 No comments

In the early hours of the morning, Chip Kelly changed his mind. When heads hit pillows on both coasts, Oregon’s Kelly, fresh off his third straight B.C.S. berth – and first win – was nearly signed, sealed and delivered to the Tampa Bay Buccaneers. Nearly, of course is key: as with recruiting, nothing is official until signatures meet dotted lines. For as far as Kelly’s discussions moved along with Tampa Bay, his cursive script never met the bottom of a contract; perhaps there’s hope after all, thought a portion of the Oregon fan base, as heads hit pillows. Then again, no Oregon fan could have been upset if Kelly followed the money, not to mention Phil Knight’s personal and professional mantra: Just Do It.

Even if he had left last night, or leaves at some point within the next three years, Kelly’s place in program history is more than secure. He’s the only coach to win 12 games in Eugene, something he’s now done twice. He, along with Bellotti, share all seven of the double-digit win seasons in program history.

Kelly in Oregon lore: built by others – Rich Brooks and Mike Bellotti – the program has taken a step forward under his watch. The Ducks have become the Google of college stock, growing exponentially while other, more historically prestigious programs struggle reclaiming past glory.

So you’d understand why Tampa Bay was interested. And you’d understand why Kelly would reciprocate any interest; the N.F.L. offers Kelly not just a large annual contract, but also the opportunity to put behind the sort of non-coaching business that plagues the day-to-day activities of a college coach.

There’s no recruiting in the N.F.L., which to some college coaching stars might be the league’s most attractive draw of all. There’s no petting the egos of high school juniors and seniors. No milking relationships with high school coaches – or a figure like Willie Lyles.

Speaking of Lyles, the N.F.L.’s enforcement committee focuses primarily on non-sanctioned sock height, noticeable bandanas and overaggressive over-the-middle head shots. Measure that with how the N.C.A.A. pursues a figure like Lyles, the Texas-based runner who factors heavily in Oregon’s past and future, and you can see why Kelly, and others, look at the N.F.L. as the promised land.

It’s an idea that goes beyond merely competing on football’s highest level, which according to reports has long been one of Kelly’s career goals – him and everyone else, it should be added. Some coaches, like a Steve Spurrier, aren’t happy until they’ve tried their hands on the N.F.L.; most come back with their tail between their legs, but they tried.

So what flipped Kelly – what made a done deal into no deal? Fairly simple, really: his heart wasn’t in it. Everything else was, but according to Tampa Bay general manager Mark Dominik, Kelly’s “heart is with college football and Oregon.”

Music to Oregon’s ears, and a disaster averted. And put to bed the idea that Kelly was jumping ship, much in the same way most assumed Pete Carroll skipped town at U.S.C. just as the N.C.A.A. was preparing to drop the hammer on the Trojans’ program.

The only issue with that idea, that Carroll got out of Dodge, was that Carroll had been eyeballing a return to the N.F.L. – a chance to reclaim his good name on that level – for at least two years prior to his eventual departure. He was merely waiting for the right opportunity, one that would allow him to have some degree of power of personnel decisions.

Kelly was going for the fun of it. Well, perhaps fun is the wrong word: the N.F.L. is a lot of things to a lot of people, but coaching in the N.F.L. is the opposite of fun; there’s a reason Bill Belichick, the most successful N.F.L. coach in generations, never smiles. Vince Lombardi only smiled on Sunday nights after victories, when he and his wife would entertain guests with cocktails in hand.

Kelly wanted to go because, with a George Mallory-like mentality, the N.F.L. is there. But his heart wouldn’t be there; as Dominik noted, his heart would have remained with Oregon and college, where Kelly knows his offensive philosophy remains the most devastating attack in the F.B.S.

So Oregon breaths a sigh of relief, and looks forward to a few years of coaching consistency. You forget that the Ducks have experienced precious little coaching turnover for decades, not just at head coach – three since 1977 – but also with assistants. Running backs coach Gary Campbell is closing in on three decades in Eugene, for example.

For a few hours, it seemed as if the program would need to return to the drawing board. This would be completely unlike the transition from Brooks to Bellotti, when Oregon promoted the latter, then Oregon’s defensive coordinator, from within the staff. Or from Bellotti to Kelly – offensive coordinator to head coach.

Knight and the Ducks would have looked outside the program, and things may have never been the same again. Yes, there’s that Nike money, not to mention the fact that Oregon’s national prestige continues to grow with every passing fall; once nouveau riche, the Ducks are close to joining the old guard.

There will be no new coaching search, though it was close. The program’s climb will continue under Kelly, though Oregon might want to have a transition plan in mind, should he ever be enticed once again by coaching on football’s highest level.

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Categories: Education Advisor Tags:

Anthropology Professor Receives NEH Fellowship

January 22nd, 2012 No comments

Professor Christina Schwenkel of the anthropology department recently received a National Endowment for the Humanities fellowship to facilitate further work on her new book, “Revitalizing the City: Socialist Architecture, Postwar Memory, and Urban Renewal in Vietnam.” Professor Schwenkel’s research concentrates on the city of Vinh in north central Vietnam, which was virtually destroyed during the “American War,” and where she lived in an East German-built socialist tenement (Quang Trung) between September 2010 and May 2011. During her time in the housing blocks, she became completely immersed in its culture– eating, drinking, and living among the people, making friends, and compiling the story of their community.

Currently, over half the residents living in the Quang Trung tenements are people who originally moved in during the 1970s, when the structures were new. Contrary to what preliminary research led her to believe, Professor Schwenkel found that the community originally disliked the five-story buildings and saw them as something foreign and incongruous with their space and culture. Over the past thirty years, however, the close quarters of Quang Trung have fostered a public space of community and support that residents now struggle to protect against privatization and impending demolition. Although the housing structures were once denounced as cramped and architecturally Eurocentric, the community of Vinh has come to see them as a kind of local heritage– a place where people were able to put their lives back together and construct a future for themselves in the aftermath of the war. While the first part of her book explores the construction of Quang Trung and its role in presenting the city as a modern socialist internationalist urban space, the second half details the ongoing struggle to adjust to capitalist redevelopment, which threatens to erase Quang Trung’s history and uproot its community.

Why are some old buildings in an impoverished city all the way across the world so important? As Professor Schwenkel points out, since the end of the Vietnam War, Americans haven’t paid much attention to the enduring consequences of the war, nor its impact on human lives in Vietnam. Vinh City provides an important example of what those consequences have been. These old buildings are more than just cement structures; they are symbols of suffering and what it took for a community to overcome that suffering. “U.S. public culture has a habit of quickly forgetting about the victims of our wars and the people who continue to live with the traumatic aftermaths of military violence,” Schwenkel says. Perhaps in recognizing the repercussions of old actions, we may provide ourselves with a greater wisdom in future ones.

Professor Schwenkel’s research, including her fieldwork in Vietnam and archival research in Germany were also supported by the American Council of Learned Societies, Fulbright-Hays, and The UC Pacific Rim Research Program, all prestigious organizations dedicated to supporting international humanities research.

High School Boys Baskeball: The Bee’s Top 20

January 18th, 2012 No comments

THE BEE’S TOP 20

PR previous ranking; records through Sunday

Team W-L PR

1. Sheldon 13-3 2

2. Jesuit 14-4 1

3. Pleasant Grove 17-1 3

4. Sacramento 12-5 4

5. Antelope 16-1 5

6. Foothill 15-3 7

7. Franklin 14-4 8

8. Bella Vista 15-3 9

9. Del Campo 15-3 10

10. Burbank 12-5 6

11. Kennedy 14-4 11

12. Oak Ridge 11-7 12

13. Center 13-4 13

14. Folsom 10-9 14

15. Granite Bay 9-9 15

16. Del Oro 11-7 16

17. Capital Christian 13-4 17

18. River Valley 14-3 19

19. Valley 11-6

20. Whitney 12-6

Bill Paterson

Categories: Education Advisor Tags: Top, Top 20